Higher education leaders have been competing for federally designated Hispanic-serving Institutions (HSIs) grant funding to improve the educational attainment of Latinx and low-income students. However, while the number of HSIs has continued to grow since the passage of the Higher Education Act (HEA), the availability of the funds has remained stagnant. Utilizing critical race theory, theory of racialized organizations, critical race praxis, and multidimensional servingness framework, this study aimed to understand eight HSI grant implementation leaders' decision-making practices, motivations to serve and explore their racial and cultural identities as they created programmatic interventions to support Latinx students. Employing a qualitative multiple case study approach, leaders from one research university, one state university, and one non-profit 4-year institution were interviewed. Three themes were identified in the findings: 1. participants highlighted their roles as being servingness conscious agents, 2. shared insights into transforming their HSI university identity, and 3. participants shared their knowledge and experiences on their decision-making practices for equity. Overall, leaders created collaborative cultures and leveraged grants for organizational change. In response to findings of colorblind and race-neutrality in HSI grant programs, I provide a leadership framework for grants for equity and policy recommendations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]